Ahsan, S., Hossen, A., Jahan, I., Mahmood, A., Mim, M. R. A., Sohely, S. J., Ahmed, S. S., & Begum, H. A. (2022). Teachers’ perceived level of TPACK and the influence of demographic factors: The context of higher education in Bangladesh. International Journal of Smart Technology and Learning, 3(1), 1- 25. https://doi.org/10.1504/IJSMARTTL.2022.128006

Abstract:

“Teachers’ Technological, Pedagogical and Content Knowledge (TPACK) can influence their teaching and students’ learning, and therefore is explored worldwide. This study aimed to understand the perception of TPACK among tertiary-level teachers and the demographic factors influencing it. A 5-point Likert scale questionnaire was administered to 82 public and private university teachers. The self-reported data on seven domains of TPACK revealed that teachers’ Technology Knowledge ranked last and Technological Content Knowledge as well as Content Knowledge ranked higher compared to it. Demographic-based analysis showed that except for the location of their universities, their gender, involvement in teaching level, ICT training, university type and discipline influenced different aspects of their TPACK. Our exploratory study with limited sample size aimed to develop a preliminary understanding of teachers’ TPACK as well as the critical interplay among TPACK and relevant factors to guide teachers, trainers, policymakers and researchers in this field.”